University 4.0: A Conceptual Model for South African Universities and the Fourth Industrial Revolution

2021 ◽  
pp. 33-66
Author(s):  
Lizette Wessels ◽  
Jo-Ansie van Wyk
Keyword(s):  
Conceptual Model ◽  
South African ◽  
Industrial Revolution ◽  
Fourth Industrial Revolution ◽  
South African Universities

Application of Fourth Industrial Revolution Technologies in Contemporary South African Art

2022 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Siyanda Xaba ◽  
Xing Fang ◽  
Dhaneshwar Shah ◽  
Kaiwen Yang
Keyword(s):  
South African ◽  
Industrial Revolution ◽  
African Art ◽  
Fourth Industrial Revolution

The Impact of Cryptocurrencies on the General Powers and Duties of South African Insolvency Practitioners

2021 ◽  
Vol 33 (2) ◽  
pp. 289-318
Author(s):  
Sidasha Singh ◽  
Juanitta Calitz
Keyword(s):  
South African ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Insolvency Law ◽  
International Courts ◽  
Fourth Industrial Revolution ◽  
Legal Position ◽  
The Subject ◽  
Regulatory Model ◽  
The Impact

Within the context of the fourth industrial revolution, cryptocurrencies pose several challenges in the framework of corporate insolvency law. In South African law, no statutory framework vis-à-vis cryptocurrencies, such as Bitcoin, currently exists. This has however not prevented entities from engaging in the cryptocurrency market. The specific dilemma is that insolvency practitioners do not have legislative guidelines to assist them in dealing with the subject of cryptocurrencies. Consequently, international judicial developments must be consulted and analysed with the aim to close the gap between the legislature and Industry 4.0. This article unpacks the South African legal position on cryptocurrencies within the context of the statutory powers and duties of insolvency practitioners. It engages in an analysis of selected international courts cases that have dealt with the concept of cryptocurrencies within the context of insolvent estates and continues to make recommendations for the development of an efficient and effective regulatory model.

The questions for post-apartheid South African missiology in the context of the Fourth Industrial Revolution

2020 ◽  
Vol 76 (2) ◽  
Author(s):  
Eugene Baron
Keyword(s):  
South African ◽  
20Th Century ◽  
Industrial Revolution ◽  
Postcolonial Studies ◽  
Black Theology ◽  
Late 20Th Century ◽  
African Theology ◽  
Fourth Industrial Revolution ◽  
Socratic Questioning ◽  
The World

South African missiology has seen a shift in its praxis since the late 20th century. David J. Bosch made a crucial contribution in this regard. The shift includes mission as a contextualised praxis and agency. In mission studies, agency has become necessary in postcolonial mission, primarily because of the loss of identity of the oppressed in colonised countries. Through contextual theologies of liberation, African theology, Black Theology of Liberation and postcolonial studies, theologians were able to reflect on the human dignity of the colonised. However, there are still significant efforts needed in this quest, and therefore, the praxis cycle used in missiology is useful to also assess effects on the oppressed and marginalised through the emerging context of the Fourth Industrial Revolution (4IR). In the task of doing mission in the world differently, the questions that missiologists ask are important. The emergence of the 4IR aims to merge the biological with the technological and will bring more challenges to mission work in Africa. This will bring upon us the responsibility to reflect on the notion of human agency, the theologies espoused in such a time and missiologists’ contextual lenses and strategies employed. These should have to be carefully considered especially in a post-apartheid context. The researcher will, therefore, use the commonly used praxis cycle in missiological research to explore through a Socratic (questioning) approach what the implications will be for missiologists and mission agents in the quest of transforming church and the post-apartheid society.Contribution: Though there has emerged a few theological contributions from missiology, there has not been a missiological contribution on the 4IR. The author therefore uses one of the theological methods in the discipline to put on the table the imperative questions that those doing missiological research should pose in the context of the 4IR.

scholarly journals A South African Public Law Perspective on Digitalisation in the Health Sector

2021 ◽  
Author(s):  
Firoz Cachalia ◽  
Jonathan Klaaren
Keyword(s):  
Public Health ◽  
Technological Change ◽  
South African ◽  
Legal System ◽  
Industrial Revolution ◽  
Health Sector ◽  
Public Law ◽  
The South ◽  
Working Paper ◽  
Fourth Industrial Revolution

We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitutes an adaptive resource that can and should respond to disruptive technological change by re-examining existing concepts and creating new, more adequate conceptions. Our public law perspective reframes privacy law as both a private and a public good essential to the functioning of a constitutional democracy in the era of digitalisation. In this working paper, we take the analysis one practical step further: we use our public law perspective on digitalisation in the South African health sector. We do so because this sector is significant in its own right – public health is necessary for a healthy society – and also to further explore how and to what extent the South African constitutional framework provides resources at least roughly adequate for the challenges posed by the current 'digitalisation plus' era. The theoretical perspective we have developed is certainly relevant to digitalisation’s impact in the health sector. The social, economic and political progress that took place in the 20th century was strongly correlated with technological change of the first three industrial revolutions. The technological innovations associated with what many are terming ‘the fourth industrial revolution’ are also of undoubted utility in the form of new possibilities for enhanced productivity, business formation and wealth creation, as well as the enhanced efficacy of public action to address basic needs such as education and public health.

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

Readiness for the Fourth Industrial Revolution

2021 ◽  
pp. 12-29
Author(s):  
Dagogo William Legg-Jack
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Industrial Revolution ◽  
Study Approach ◽  
Fourth Industrial Revolution ◽  
Sample Data ◽  
Readiness To Learn ◽  
Acceptance Model ◽  
The Impact

This chapter explored the readiness of a South African university to take part in the fourth industrial revolution by exploring the experiences of students in science and technology on the impact of COVID-19 in the learning of their practical modules. Guided by two research questions, namely how the COVID-19 has impacted students' engagement with their practical modules and students' readiness to learn remotely and carry out the practical aspects of their modules, the chapter employ a qualitative case study approach to explore the views of students that offer courses that involve practical. Seven fourth-year students were purposively selected as study sample. Data were generated online using Google forms and were analysed thematically. The chapter was framed using the technology acceptance model. Findings revealed the following: ease and clarity of concept, lack of interaction with others, lack of motivation, lack of access to ICT facilities, lack of relevant materials to execute practical tasks, and lack of conducive learning environment.

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